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This paper investigates the views of 20 full-time international postgraduate students, many of whom were Chinese, on living, learning and becoming successful students at one university in a multicultural city in the Midlands of England. The qualitative study built on findings from the International Students’ Barometer (ISB) survey for the university, in that it seeks to understand how students’ experience of context (living) interacted with their experience of learning in building their identities as successful learners. Student participants were sampled opportunistically within a purposive framework. Data was collected through audio-recorded individual semi-structured interviews, using as a stimulus participant-constructed concept maps of their perceptions of learning in the university and living in the city. Interview data were transcribed and analysed thematically. The main findings showed that participants enjoyed living in a city with an international culture, although some found it strange initially because they encountered different styles of life and food, albeit including some that they enjoyed at home. They welcomed studying at a university with high international prestige, a wide range of excellent facilities and generally approachable tutors but were shocked by having to undertake unfamiliar styles of independent learning with brief teaching hours. They perceived culture shock as transitional, which declined as they made friends, often with co-linguists, and became familiar with life in the city, work in the university and the extensive support of tutors. 相似文献
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Action research and reflection on student approaches to learning in large first year university classes 总被引：1，自引：0，他引：1
This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first
year university students within large class environments. The genesis of this project stemmed from an observation that entire
tutorial groups were often lethargic in their approach to learning. Following a survey of learning styles, students were exposed
to more student-centric teaching styles within tutorial groups, with a view to encouraging deeper student learning and self-regulated
learning behaviours. Although the project was successful in motivating students' participation in class activities, no noticeable
change to a sustained deeper learning style became evident. The findings suggest that simply motivating students to participate
in class does not necessarily alter overall learning styles, at least in the short term. This suggests that the process of
“unlearning” previous learning styles may pose a significant problem for instructors and it appears likely that the process
of changing from surface to deep learning may require more than a single course intervention. However, there is some evidence
that student-centred and self-regulated learning results in a more positive learning experience for both students and teachers.
The article concludes with a model of proposed relationships uncovered by the research which deserve further exploration in
the quest to provide greater levels of student satisfaction with their higher education experiences. 相似文献
4.
Abstract Higher education in Croatia is confronted with new trends and quality demands mostly connected with Bologna processes. It is assumed that Croatian universities with their existing governance structures, characterised by strong state regulation and weak institutional administration, cannot respond effectively to new demands. Findings of the survey on conceptions of governance at the Croatian universities are presented in the paper, with its main aim to explore academic staff's perception of university governance. The idea of the university as a “learning organisation” with strong leadership and engaged academic staff is taken as the desired model. Mapping the opinions of academic staff on the present governance structures, their role in governance issues, and making an inventory of their perceptions of strengths and weaknesses of governance processes, forms important background for reflections on adequate modifications in academic governance. 相似文献
5.
Paul Andrews 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):4-10
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed. 相似文献
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《Journal of Further & Higher Education》2012,36(4):549-565
Exploring student and teacher perspectives on approaches to learning and teaching reveals interesting insights and new understandings for practice by involving the two key groups of participants in the learning and teaching story. Do students understand and experience learning and teaching similarly or differently from the way teachers intend them to? This paper describes the findings of a study that explored perceptions of learning and teaching in one discipline of an Australian dual-sector university from both a student and staff perspective. Teachers’ conceptions of teaching are also explored and provide extra insight and understanding of the approach to learning and teaching taking place. Key findings of this multifaceted study employing a case study with a mixed method approach include a difference between students’ and teachers’ perceptions of approaches to learning and teaching. Implications for broader practice are highlighted and explored. 相似文献
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David Warren Piper 《Higher Education Quarterly》1988,42(3):238-252
Drawing on 18 years of experience in university staff development the author considers the way staff training is regarded by academics and relates it to the concept of 'professionalism' among university teachers. He describes a two-year in-service course for teachers in higher education as an illustration of one form a professional training might take and argues the case for soundly basing such training on considerations of principle and theory. Changing attitudes and perceptions is perhaps more important than learning classroom skills, or management technique. Training should be informed by research but the author illustrates ambivalent attitudes rewards research on universities with a deception of recent personal experience in connection with a national research project on examiners. The inseparability of institutional research and staff development is illustrated with an account of a stuff development exercise associated with the introduction of staff appraised schemes. Lessons are dram from each of the illustrations to suggest some of the key characteristics desirable in a staff college for universities. 相似文献
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Eileen Trotter 《Assessment & Evaluation in Higher Education》2006,31(5):505-521
This paper reports the effect of continuous summative assessment on the behaviour and learning environment of students. Assessing the performance of students is considered to be the most important thing a teacher can do for their students and it can have a profound effect on their learning. Continuous summative assessment was introduced as a form of assessment on a module within an undergraduate degree at a UK university. Student perceptions of the process were sought via a questionnaire and interviews. The paper describes the effect the assessment had on student motivation, their approach to learning and the change to their learning environment. The conclusion reached is that while continuous summative assessment may be time‐consuming to administer, the rewards of an enhanced learning environment for students outweigh the additional burden on staff. The results should be of interest to those academics who are concerned with assessment and its impact on behaviour. 相似文献
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大学生感知的课堂学习环境对其学习方式的影响 总被引：1，自引：0，他引：1
本研究应用对全国15所高校3013名大一学生的调查数据,探讨了大学生感知的大学数学课堂学习环境对其学习方式的影响.研究发现:(1)大学生感知的大学数学课堂学习环境就整体而言处于良好状态,但他们对其中不同维度的感知存在一定差异.(2)大学生采用的学习方式并不像传统上所假设的那样是单向度的,即要么以深层学习方式为主导,要么以表层学习方式为主导.(3)大学生感知的大学数学课堂学习环境与其采用的学习方式具有非常紧密的联系.大学课堂学习环境中"兴趣与满意度"因素是预测学生深层学习方式最重要的指标,"互助合作"因素也是比较重要的预测指标,而"难度"因素则是预测学生表层学习方式最重要的指标.鉴于此,本研究认为,大学课堂学习环境变革是转变高校教与学方式,提高高校教与学质量的一个重要突破口. 相似文献
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Ana-Maria Bliuc Robert A. Ellis Peter Goodyear Daniela Muntele Hendres 《European Journal of Psychology of Education - EJPE》2011,26(3):417-433
This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions
of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research
into student learning with ideas from research on social identity. In two studies (N = 110, and N = 97) the relationships between student social identity, perceptions of the learning community, approaches to learning, and
academic performance were explored. Our findings suggest that a strong student social identity is associated with a deep approach
to learning, which in turn is linked to higher academic performance. Also, perceptions of learning community mediate the relationship
between student social identity and deep approaches to learning. Significantly, a surface approach turns out not to be associated
with student social identity or perceptions of the learning community, but it is negatively related to academic performance.
Our research argues for the value of an integration of complementary frameworks, emphasising social and psychological aspects
of the learning experience that can be used to improve our understanding of how and why students vary in the quality of their
learning. 相似文献
11.
Deborah Willis 《Higher Education》1993,25(2):133-150
The call for students to become more involved in their academic study is not new. However few studies have investigated academic involvement as it is experienced by university students. This paper discusses the results of a study that was designed to explore student perceptions of the nature of academic involvement in learning. In addition students were asked to identify factors in their learning experience that encouraged or discouraged their academic involvement. The results reported here are drawn from interviews with 58 first and second year students attending Victoria University of Wellington.The results demonstrate that students experience involvement in qualitatively and quantitatively different ways that appear to be related to approach to learning. A major focus of the paper is on the interactive role personal and contextual factors play in the development of involvement. It is suggested that such factors combine to produce a particular learning climate that directly affects involvement in learning. The paper concludes with a discussion of the implications of this research for university policy, teaching practice and course design and makes some suggestions for further research. 相似文献
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Kok Leong Choo 《Teaching in Higher Education》2013,18(4):485-497
This article attempts to establish the scope of critical management education in a formal educational setting. It is based on an empirical study of 24 academic staffs’ experience of engaging critical management education in four UK University Business Schools. The study seems to show that there are significant barriers to and potential pitfalls in introducing critical management education in a formal higher educational setting. The problems seem to be attributable to the institutionalised assessment rules and regulations, marketisation of higher education, power embedded in the professional roles of university teachers, learning styles and cultural diversity of students, and classroom practices required to support critical teaching and learning. Critical management education requires labour intensive pedagogy, and the approach is not to be recommended to Business Schools that are constrained by resources and experiencing low staff morale, otherwise it may generates individual self-doubt and cynicism. 相似文献
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The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment. As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery. 相似文献
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Nick Dowrick 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):16-25
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed. 相似文献
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Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
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Bronwyn Ellis Janet Sawyer Rod Gill John Medlin Digby Wilson 《The Australian Educational Researcher》2005,32(2):65-85
Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students
can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus.
International students from non-English-speaking backgrounds are one group for whom these factors can be particularly helpful
in their adjustment to a new society as well as in their continuing study program. This belief is tested in the study described
in this paper. Factors identified by international students as influencing their learning at a small campus situated a considerable
distance from the state capital indicate strengths to be built on and celebrated and areas that call for the development of
strategies to improve the quality of that learning environment. Former international student graduates were surveyed concerning
their perceptions of their regional Australian university experience and the professional preparation it provided. Other Australian
higher education institutions, particularly those with regional campuses, can make use of the insights gained through the
study: as well as having implications for the provision of a quality learning experience and environment for all students,
not only international students, they also have a bearing on international marketing strategies. 相似文献
17.
Assessment options in higher education 总被引：1，自引：1，他引：0
This article evaluates an initiative to introduce assessment choice within a taught unit on an undergraduate healthcare programme as a means of addressing poor performance, especially for those students diagnosed with dyslexia. Students’ perceptions of the assessment experience were sought via the use of two focus group interviews (n = 16). The article describes the effect the assessment experience had on students’ stress levels, individual learning styles and achievement. Students’ performance improved and statistical analyses indicated parity between the assessment methods offered with similar performance profiles between students with and without dyslexia. The conclusion reached is that while the introduction of assessment options may be time consuming for staff to develop, the benefits of an enhanced student‐centred approach to assessment may be well worth this investment in time. Although a limited study owing to the small sample size, the results should be of interest to those academics who are concerned with assessment and its impact on students’ achievement. 相似文献
18.
The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided. 相似文献
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Bob McClelland 《European Journal of Engineering Education》2001,26(2):107-115
Whilst there has been a great deal of activity in the exploration of learning situations, especially with the development of computer-aided learning, the introduction of holistic views of learning situations can be useful. In particular, one current approach is that of supported web-based learning systems to complement traditional teaching. This paper focuses on recent work at Liverpool John Moores University (JMU) for one undergraduate module, which with one other has served to provide a rationale for a web-based teaching, learning and support environment for academic staff and students. The approach has enabled researchers at JMU to explore module/programme support development possibilities on the web from academic, quality and commercial perspectives as well as the cybernetic and evolutionary nature of learning. It has also enabled an exploration of student attitudes and perceptions to the technology, insights into the learning strategies adopted by students and their relation to student learning styles. The emphases in studying this system are appropriateness in terms of pedagogy, quality of content, presentation and technology fit. The innovation has appeal with students, it has flexibility as a delivery platform and there are cost benefits and external commercial possibilities. The development process for academics has been mapped and cost benefits of the web site gauged, in order to develop the strategy of a quality-based web-supported teaching and learning environment, coupled with a suitable support mechanism and evaluation model, for staff and students at JMU. 相似文献